A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Teaching and learning credentials
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Areas of activity
Table 28.1B Areas of activity, knowledge and values within the Framework
1 Design and planning of learning activities and/or programmes of study
2 Teaching and/or supporting student learning
3 Assessment and giving feedback to learners
4 Developing effective environments and student support and guidance
5 Integration of scholarship, research and professional activities with teaching and supporting
learning
6 Evaluation of practice and continuing professional development
Core knowledge
Knowledge and understanding of:
1 The subject material
2 Appropriate methods for teaching and learning in the subject area and at the level of the
academic programme
3 How students learn, both generally and in the subject
4 The use of appropriate learning technologies
5 Methods of evaluating the effectiveness of teaching
6 The implications of quality assurance and enhancement for professional practice
Professional values
1 Respect for individual learners
2 Commitment to incorporating the process and outcomes of relevant research, scholarship
and/or professional practice
3 Commitment to the development of learning communities
4 Commitment to encouraging participation in higher education, acknowledging diversity and
promoting equality of opportunity
5 Commitment to continuing professional development and evaluation of practice
Accredited programmes differ from institution to institution. Most commonly
probationary staff are required to enroll for a postgraduate certificate or diploma that
leads to national recognition at the level of ‘Fellow’ of the HEA. In some institutions there
is a formal requirement or strong encouragement for probationary staff to complete a full
Master’s programme.
Accredited programmes generally ‘translate’ the three areas of activity in Table 28.1B
into programme learning outcomes, and create a pattern of assessment suited to these and
institutional circumstances. Assessment requirements therefore vary widely, but all
include the demonstration of practice and reflection on it.